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A 

GENERAL OUTLINE 

OF 

PEDAGOGY 



A WORKING MANUAL 



RURIC N. ROARK, PH. D., 

It 
Dean of Department of Pedagogy, State College of Kentucky, 

Author of " Psychology in Education," and 
"Method in Education." 



Lexington, Ky. 
1900. 
L 



TWO COPIES RECEIVED, 

Library of Coifr«t% 
Office of tk« 

MAY 8 5 1900 

Reglattr of Cepyrlghtft 



^3^ 



8EC0ND OOPY. 



62682 

Copyright, 1900, 
By R. N. ROARK. 



PREFACE. 



This book- is meant to be just what its sub-title implies — 
■a working manual. It comes into print as the result of nearly two 
decades of actual work with teachers in the class-room, in insti- 
tutes, and on the platform. 

It is designed to meet the need of the self-helping teacher, 
who desires some general guidance and direction ; and it is 
planned also for use by the teacher of Pedagogy in normal 
schools and colleges. 

The Outline is designed to cover broadly all the themes 
most apt to be presented in a series of lectures or class-lessons 
upon the subjects of educational economy and educational 
method. Sufficient latitude is left for instructors and students to 
•give their completed outline such trend and emphasis as may 
seem fit in view of particular local conditions. 

In handling the Outline in lectures or class-work it has 
been found best to use each topic as a subject for full discussion ; 
requiring the students to take notes of their own to be entered, 
together with all matter given by the lecturer or teacher, upon 
the blank pages left after each page of print. It is also strongly 
recommended that the teacher, using the book all the time he 
teaches, shall make additional notes and change others already 
made, in the light of his actual daily experiences in the school 
room. 

The recorded results of the teacher's own thoughtful peda- 
gogical experiments will constitute, for him, one of the best 
possible works on the art of teaching. 

Particular attention is requested to the references given after 
the main topics, and to the general bibliography at the close. 
These references are not exhaustive, but are all thoroughly good, 
•and cover the ground. Kach book and periodical named in these 
lists should be in every library used by teachers. 

R. N. ROARK. 



] 



A General Outline of Pedagogy, 

Management (School Economy). 

General Refci'ences : 

(i) School Management and School Methods, by Baldwin. 
D. Appleton & Co., N. Y. 

(2) School Management, by White. American Book Co., 
Cincinnati, O. 

(3) Philosophy of School Management, by Tompkins. 
Ginn & Co., Chicago. 

(4) Reports of the Committees (Ten, Twelve and Fif- 
teen) of the Nat. Ed. Association. Irwit: Shepard, 
Winona, Minn. 

(5) Reports of the National Educational Association. 
Same address. 

(6) Principles and Practice of Teaching, by Johonnot. 
D. Appleton & Co., New York City. 

(7) Reports of the Nat. Commissioner of Education, 
Washington, D. C. 

(8) How to Organize and Classify a Country School. 
W. M. Welch, 120 Monroe street, Chicago. 

(9) School Economy, by Wickersham. Lippincott & Co., 
Philadelphia. 

I2 Securing the School. 

^ P The teacher's fitness. 

1* Physical. (Is there any law on this point in this 
State? Should there be? If so, to what effect? 
Why?) 

2* Academic. (In what subjects should the teachers 
be proficient? What subjects other than the "com- 
mon branches" .should be known ? W^hy ?) 



(2) 

3* Professional. 

1^ Theoretical. (What constitutes a good course in 

theoretical Pedagogy?) 
2^ Practical. (What constitutes a good course in 
practical Pedagogy ?) 
4* Cultural. 

1^ Value of the teacher's general | to the teacher. 

culture ( to the community. 
2^ How may culture be acquired? (Discuss more or 
less fully here the value of travel, society reading, 
clubs, summer schools, institutes, etc.). 
2^ Certification of the teacher. (See school law). 

\ How many ought there to be ? 

{ As to age. 

I " " experience. 

2^^ Legal requirements of applicants. J !! '' character. 
*= ^ ^^ 1 << << ^jjg various 

I kinds of fitness 

1^ discussed above. 

8* Times and manner of holding examinations. (These 

heads should be filled out from the school law. It 

It is valuable to compare the laws of several States 

on these matters). 

3® Making application for the school. 

1^ In person. (The best way. Why? How should it 

be done?) 

2^ By letter. (The student should be required to write 

a model letter of application). 

3^ By "proxy." 

4* Through teachers' agencies. (These institutions 

should be fully discussed). 

4^ Making the contract. (See school law). 

1* Time of signing. 

2* By whom signed ? 

3^ Place of signing. 

4'* Items to be included. 



(3) 

r Salary. 

1^ Amount per month. (Should the salary be pro- 
portioned to the grade of the certificate ? Should 
school money be derived mainly from State or 
from local taxation ? Why ?) 
2® By whom paid ? 
2^ Length of school term. (The teacher should 
always use his utmost endeavor to secure a length- 
ening of the school term. If it be lengthened by a 
"spring subscription school" this should be free). 
3° Branches to be taught. (Should other than the 
"common branches" be taught? Should other 
than the legally required branches be taught? 
Why?) 

.. _, ... . . , ., J Amount per month. 

4^ Pupils tuition fees-if any | ^^ ^^^^^ payable. 

5^ Employment of assistants. (Sch. L-aw). 

6° Employment of a janitor. His duties. 

T" Condition of house and grounds, (The student 
should draw up a model contract, embodying these 
items, and any others that may be needful). 

22 Taking Charge of the School. 

1^ Securing a boarding place. (What conditions should a 

teacher demand in a boarding place ? Why?) 
2^ Visiting the parents before the term opens. (For 

what purposes?) 
3^ Inspecting the house and grounds, and seeing that they 

are in order. ) 
4^ The "first day of school" — Temporary organization. 
1** Opening exercises. (Devotions; talks from the 

teacher and trustees). 
2^ Temporary seating of pupils. (By what arrange- 
ment ?) 
3'* Temporary classification. 



i 



< 



(4) 

Queries and Suggestions. 

(i) Should the teacher be at the school house earlier on 
the first day than thereafter? Why? 

(2) What should be Lhe condition of house and grounds 
the first day? Why? 

(3) Should visitors be present ? 

(4) What should be tlie ^enor of the teacher's opening 
talk? 

(5) What classes should be called first? 

(6) How many and what classes should be heard regularly, 
the first day ? 

(7) How shall the other pupils be kept occupied while 
some are being classified ? 

(8) What use should be made, the fi^rst day, of the last 
term's register? 

(9) What shall be done in the absence of any record of 
last term's work ? 

(10) On the first day the teacher has the almost undivided 
attention of the pupils; how shall he manage to hold 
and intensify it through the term? 

(11) Everything must be carried through with promptness 
and enthusiasm; let nothing drag . This means a most 
careful planning by the teacher, beforehand, for this 
first day. 

32 Conducting the SchooL 

1^ Permanent organization. (This should be effective by 
the end of the second week). 
Note. — About this time, also, the teacher should begin to 
collect material for the exposition at the close of the term. 
See forward, under "Exposition." 

1"^ Assignment of seats. (In what order should the 

pupils be seated ? Why?) 
2* Grading and classifying the school. (See general 
references given above). 
1^ Advantages of putting the school into grades. 



4 



f 



(5) 

1® Proper g^rading affords opportunity for the com- 
pletion of definite amounts of work. 
2^ Pupils are thus enabled to make such connection 
with higher courses as to go forward without 
loss of time. 
3^ Position in a grade arouses the pupil's ambition 
and emulation, arid thus aids in securing prompt- 
itude, regularity, and faithful application. 
4^ Proper grading saves the time and energy of the 
teacher and pupils, by simplifying and correlating 
the work. 
2^ Difficulties in the way of grading. 

1" Indifference or hostility of pupils, parents, and 

teacher. 
2« Ivack of books. 

36 Irregularity of advancement of the individual 
pupil, who has been permitted or encouraged to 
study only what he liked. 
46 Irregular attendance. 

5^ The ".spring subscription school." (Why?) 
3^ Suggestive scheme of gradation. (This is planned 
for the one-room rural school; it can be easily 
modified to apply to one of two or three rooms). 
References. — The Courses of Study issued by the State Offices of 
Education in the several States. Those of Wi-sconsin, Mis- 
souri, Kansas, and Virginia are especially recommended. 
Circular of Information No. 6, 1884, Bureau of Educa- 
tion, Washington, D. C. 

Report of Committee of Twelve, Irwin Shepard, Winona, 
Minnesota. 

1^ The Grades of each Branch. There should be 
three divisions in the whole school — primary, 
intermediate, and advanced. In the first two are 
three grades each ; in the last, two grades. 
V Reading. The grading should be done on the 
basis of the pupil's ability to read. Supple- 



(6) 

mentary Reading should form a most impor- 
tant part of the work from the First Reader 
up. No regular reader in the series should 
be used above the fifth grade. 

2^ Spelling. In all the grades, Spelling should 
be taught in connection with all the branches. 
No spelling-book is needed, and no separate 
class in Spelling. 

3^ Writing. Writing should constitute a part of 
the preparatory work in Reading in the first 
two grades. There should be special exercises 
for the whole school from the third grade tip, 
at least once a day. 

4' Arithmetic. 

18 Primary Division. No text-book. Funda- 
meiital operations begun in Integers and 
Fractions. 
1^ Intermediate Division. Fractions ; Denomi- 
nate Numbers ; Percentage begun. 
2^ Advanced Division. Applied Percentage ; 
Ratio and Proportion ; Mensuration. 

5'^ Grammar. In the primary and intermediate 
divisions, Grammar should be incidental to 
Reading and Language work. The text-book 
may be used in the highest grade, or in the 
two highest. 

6^ Physiology. It would be better to use no 
text-book at all, but to give the instruction by 
informal talks to the whole school. A text- 
book may be used and completed in the sev- 
enth grade. 

V Nature-Study. (See Roark's Method in Edu- 
cation, p. 140). This work should be com- 
bined with the out-door Geography (see below) 
and should be carried through all grades with- 
out a text-book, once or twice a week. In the 



(7) 



primary and intermediate divisions the work 
should be mainly observational ; in the ad- 
vanced division some expoimental exercises 
may be introduced. 
8" Geography. In the Primary Divisio-i. and in 
the first two grades of the Intermediate, the 
work should be done in connection with nature, 
study. (See above). 

The text-book may be introduced in the sixth 
grade, and completed, as a separate studj'^, in 
it and the seventh. 
9' History. 

1^ In the Primary Divison. Oral instruction 

once or twice a week. 
2^ The Intermediate Division. Stories from 
history may be read by the pupils, using 
such books as Eggleston's First Book in 
American History, and Stories of Great 
Americans for Little Americans. 
3® In the Advanced Division. A text-book of 
U. S. Hist, should be taken up in the seventh 
grade, and continued, in connection vvith 
state history or general history, in the eighth 
grade. 
10^ Civics. The instruction should be oral, once a 
week from the fourth grade to the seventh, 
inclusive. The text book may be used in the 
highest grade. In the last two grades there 
should be much illustration of the subject 
from current events. 
11'^ Language Work. 
1^ Oral. 

1^ In the Primary and Intermediate Divis- 
ions. Informal conversations between 
teacher and pupils. Committing to mem- 



(8) 

ory and recitation of suitable choice selec- 
tions. 
2^ In the Advanced Division. The same 
work should be continued, and debating 
should be introduced. 
2^ Written. 

V In the Primary and Intermediate Divis- 
ions. There should be constant practice 
in writing, copying sentences, writing 
original sentences, and writing of short 
compositions upon the simplest themes. 
2^ In the Advanced Division. Practice in 
writing compositions should be continued 
and some work should be done in text- 
book rhetoric. 
2« The Studies of each Grade. 

1^ Grade I. Chart Grade: 4 to 6 recitations 
daily; 5 to 8 mins. to a recitation. 
1^ Reading from chart or primer; writing; 

spelling — twice daily. 
2^ Arithmetic. Counting; Reading and writ- 
ing figures; fundamental operations to 10 — 
once daily. 
3^ Geography and Nature-Study. Out- door, 
objective, oral instruction — once weekly, or 
less often. 
4^ History and Civics. Simple stories, told 
and read, with illustrations drawn from 
every-day experiences — once weekly, or 
oftener. 
5^ Language. Conversations, with special ref- 
erence to securing fluency on the part of the 
pupil. Incidental correction of errors of 
pronunciation, enunciation, and syntax. 
The student should be required to fill out in detail the other 
grades, after the same manner as shown in 1^ and 8^ This will 



be an excelleni drill, even when the teacher must follow a course 
laid down by the State. 

The work of the seventh grade will be hardest to plan theo- 
retically ; that of the fi*-st and second, hardest to work out in 
the school room. 

8'' Grade VIII. 4 recitations daily ; 15 to 30 
minutes to a recitation. 

1^ Reading. Reading of the best literature, 
with weekly or twice a week discussions of 
what has been read. The class should be 
handled purely as a literature class. 
2^ Arithmetic. Mensuration ; a general re- 
view, with numerous applied problems. 
3^ Geography. No separate class ; at>pliea 
Geography in history and in general read- 
ing, especially in the "current events" 
exercises. 
4^ History. U. S. History with State or Gen- 
eral. History. 
5^ Civics. Use of a simple, clear text-book. 
Study of theory and practice of national and 
State governments. 
6^ Language Elementary Rhetoric, with prac- 
tice in composition, alternated with work in 
technical Grammar. Forensic exercises once 
a week or once in two weeks. 
Notes. — The discussion should bring out clearly the differ- 
ence between grading and classifying. 

In putting any scheme of gradation into practical effect, the 
teacher should study carefully how he can save time by combin- 
ing two or more grades in certain studies, and by combining or 
correlating studies. The following references on correlation will 
be found very suggestive : 

Herbart and the Herbartians, by De Garmo. Charles 

Scribner's Sons, New York City. 

Report of the National Educational Association for 1890, 



(lo) 

p. 200. Irwin Shepard, Winona, Minn. 
Report of the Committee of Fifteen. Same address. 
Rein's Outlines of Pedagogy. E. ly. Kellogg & Co., 
New York City. 

Report of the Commissioner of Education for 1893-4, 
Vnl. I. Washington, D. C. 
Educational Reviev>\ Vols. IX. X, XI. 
Reading should be used as tlie chief basis of grading the 
school, but it should be "checked up" by Arithmetic. 

A pupil, therefore, who is poor in Reading or Arithmetic 
should be placed in the grade corresponding to his degree of 
advancement in these, even if he be quite advanced in some 
other subjects. (Why?) 

No "cross-grading" sliould be allowed. With patience and 
persistence any apparent need for it can be overcome. 
3"* Daily program. 

1^ Principles and suggestions. 

1^ A program should show times for study as well 

as times for recitation. 
2^ No lessons should be assigned for home study 

below the fourth grade. (Why?) 
3^ The youngest pupils should be heard in recita- 
tion first of a morning ; the most advanced, 
next. (Why?) 



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(12) 

2^ School Government. In addition to the references 
given on the first page, the teacher is directed to the 
following : New York Teachers' Monograph No. 7, 
New York City. Abbott's Gentle Measures in the Man- 
agement of the Young ; Harper Bros., New York Citj'. 
Democratic Government in the School, by Ray ; Public 
School Publishing Co., Bloomington, 111. The Review 
of Reviews, Vol. 20, p. 673, New York City. 
1* Principles and Suggestions. 

1'^ There should be few, if any, set rules. (Why ?) 
2^ Love and sympathy lie at the basis of all success- 
ful school government. 
3^ No pupil will behave better than the teacher. 
4^ The teacher must have absolute se//-co?ifrol and be 

inflexibly Jzcsf. 
5^ All pupils should be treated as ladies and gentle- 
men until they prove themselves otherwise. 
6^ Never punish by assigning lesson-tasks. 
7^ When punishment is needed, let it be sure and 
prompt. (Here there should be a full discussion 
of punishments, including the subject of "pupil 
self-government" ) . 
2* Special cases of discipline. 

1^ In room management. (Here there should be a 
full discussion of the be.st methods of dismissing 
and calling school, dismissing and calling classes, 
use of signal bells, militarN' marching, &c.). 
2^ In play-ground management. 

1^ The teacher on the play-ground. (Why should 
the teacher be on the play-ground ? Should he 
take part in the games ? Why ? Should he 
direct the sports? Why? Refer to Mann's 
School Recreations and Amusements ; Ameri- 
can Book Co., Cincinnati, O.). 
2^ Games and sports to be prohibited. 
1'^ Those requiring streyigth only. 



(^3) 

2^ Those endangering life or limb. 
3^ " that cultivate the gambling instinct. 
4^ '' that permit unwise mingling of boys 
and girls. 
3^ Games and sports to be encouraged. 

Refer to "Games for Schools and Gymnasia," 
by Schaeffer ; Freidenker Pub. Co. , Milwaukee, 
Wis. School Recreations and Amusements, by 
Mann ; American Book Co. 
1'' Those requiring skill as well as strength. 
2' " which best develop the lungs and all 

the muscles. 
3^ Those which involve cultivation of social 
amenities between the pupils. (A general reg- 
ulation may be made that the front of the 
school grounds belongs to boys and girls 
alike ; one side of the grounds to girls alone, 
the other to boys alone. If this be adhered 
to, most problems of intermingling of boys 
and girls will settle themselves. Much may 
be done at the lunch- hour to cultivate the 
social courtesies). 
4^ The play-ground and the neighborhood. 
1'' Prevention of trespassing by pupils. 
2^ "Go as far as you like, so you are in place at 
the end of the recess." (Is this a safe rule?) 
3^ On the road to and from school. (The legal re 
sponsibilities of the teacher for conduct of pupils 
on the road should be fully discussed). 
l** Fighting. 
2^ Trespassing. 
8® lyoitering. 

(What shall be done in each case?) 
Sources and occasions of disorder. 
1^ Physical. 

1^ Uncomfortable seats. 



('4) 

2^ Poor healing and ventilating. 

3^ Uncomfortable clothing. 

4^ Dirty, littered floor. 

5^ Ugly surroundings in r^ouse and grounds. 
(Why?) 

6^ The water-bucket, when kept in the room. 
(Why?) 
2^ Psychical. 

1^ Lack of interest and enthusiasm on the part of 
the teacher. 

2^ Failure to follow the program. 

3^ Public punishment of pupils. 

4^ Rasping voice of the teacher. 

56 Nervous or fidgety manner of the teacher. 
4* Helps to good order. (See 'School Management," 
by White; American Book Co. ). 
V Physical. 

1^ Handsome, well-kept grounds and building. 
(The students should be required to describe the 
best attainoMe country school- yard and building) . 

2^ Proper heating and ventilating. (The best 
modes of heating ; the placing of the stove, if 
one is used ; and the simplest effective means of 
ventilatirj should be discussed. The teacher 
should clearly understand what degree of heat, 
amount of moisture, and number of cubic feet 
of fresh air are required for health). 

3® Proper seating. (Single or double desks ? Seats 
and desks connected or separate? Adjustable 
desks and seats. Nothing about either with a 
hinge on it. Why? Ink-wells, waste-holders, 
&c.). 

4^ Drinking facilities. (What kind of vessel should 
water be kept in ? Where should it be kept ? 
Why? What sort of drinking vessels shall be 
used ?) 



(15) 

2^ Psychical. 

1^ Aesthetic surroundings in the room. (Discuss 
the vahie of properly tinted walls, pictures, 
flowers, books, &c. For material for school- 
room decoration, address Perry Pictures Co., 
Maiden, Mass.). 
2^ The teacher's smoothly directed activity, energy, 

and enthusiasm. 
3^ A carefully made, carefully followed program. 
The best recipe for good order is, "Something 
for each one to do at a certain time, and each 
one doing it at that time." 
4^ A proud feeling of ownership of the school by 

the pupils — an esprit de corps. 
5^ The human voice, properly used, is one of the 
best possible means of control in the school-room. 
6^ The personal appearance of the teacher in quiet, 
dignified bearing and dress, is also a potent aid 
in control. 
6^ The teacher's firmness, self-co7itrol, and impar- 
tiality. 
7^ Full and accurate scholarship on the part of the 

teacher. 
8^ Methods of entertainment and instruction by 
other means than regular class-work. 
V Opening exercises. (Rightly used, these can 
be made one of the most potent means of 
securing regular and prompt attendance, 
arousing an abiding interest in school-work, 
and giving instruction not easily to be had 
in any other way). 
1^ General principles and suggestions. 

"^ The opening exercises should both enter- 
tain and instruct. They should be so 
conducted as to stimulate all right in- 
terests. 



(i6) 

2^ The patrons should be encouraged to at- 
tend. 

3^ Various persons in the community should 
be called on occasionally for a song, a 
piece of instrumental music, an interest- 
ing talk, or an exhibition of photographs 
of interesting places, &c. In such ways 
may the school and the community be 
more closely correlated. 

4^ Talks upon manners, hygienic living, 
ethical conduct, the value of culture, &c., 
should be frequent features of these exer- 
cises. 
2^ Suggestive (general) program for Monday 
morning, 
(i) Song. 

(2) Devotions. 

(3) Music. 

(4) Report of the news of the preceding 
week, given by pupils of Grade VIII. 
(One may report the political news of 
U. S.; another, foreign political news; 
another, scientific progress ; another, 
educational news, &c. ). 

(5) The teacher adds a few words of 
comment, bespeaks good work for the 
week beginning, makes such general 
announcements as may be necessary, 
and closes the exercises. 

2'^ Observance of special days. 

1*^ The celebration of special days — arbor day^ 
bird day, birthdays of statesmen, writers, 
inventors, discoverers, scientists, — is grow- 
ing deservedly popular. Such celebration 
may be made of great service. 



('7) 

2^ Suggestive program for "Bird Daj'." 

P Display of pictures of birds. ■ (Pictures 
may be had, in natural colors, very 
cheaply, from A. W. Mumford, Chicago, 
111., publisher of Birds and All Nature). 
2^ Reading by the teacher — with comments 
— of the State lav7 relative to the killing 
of birds. 
3^ Reading, by an advanced pupil, of "An 
Early Blue-bird," from Thompson's Po- 
ems (published by Floughton, Mifflin & 
Co., Boston Mass. ) 
4^ Recitation by smaller pupil. 
5^ Singing of an appropriate song. 
The following references are given from which the teacher 
may obtain additional helps and hints on opening exercises and 
observance of special days : 

Morning Exercises and School Recreations, by Mickens. 
H. R. Pattengill, Lansing, Mich. 
Special Day Exercises, same address. 
School Recreations and Amusements, by Mann. Am. 
Book Co. 

School Interests and Duties, by King, same address. 
Bible Readings for Schools, by Schaeffer. Am. Book Co. 
"Entertainments." (See p. 6 of Catalog of March Bros., 
Lebanon, Ohio). 

Under same head see also catalog of E. L. Kellogg & Co., 
New York City, and catUogs of other publishers. 
42 Closing the School: (See references just above). 
1^ General suggestions. 

1^ The work should increase progressively in difl&culty 
and amount from the first to the last day; there shoud 
be no "letting down" toward the close. 
2* The "last day of school" should be the fullest, best, 
day of all. (See below under 2^). 



(18) 

8^ The public should be urged to attend the last day's 
exercises. 
Special features. 
1* "Exhibitions." (The best modern theory and prac- 
tice are against the old-fashioned school exhibition. 
Why? If one is given it should be made to bring in 
money for the use of the school). 
2* "Expositions." (Why are these better than exhi- 
bitions?) Refer to Holbrook's New Method, C. K. 
Hamilton, I^ebanon, Ohio. 
V Purpo.ses. 

1® To show as far possible the actual work done 
and improvement made by each pupil during the 
term. 
2^ To enlarge and dignify the work of the school. 
3^ To enlist and make permanent the interest of 
the community in the school. 
2^ Material. 
1^ Sources. 

V Outlines — in all subjects, especially History, 
Geography, Civics, Physiology. 

2'^ Diagrams and analyses in Grammar. 
3^ Written language work. 
4^ Spelling lists, in written spelling. 
5^ Penma7iship specimens. 

& Drawings, made in all subjects, but especially 
in language and nature-study. 

V Maps, made in Geog. and Hist. 
8^ Collections. 

1^ Botanical : Plants, bark, buds, leaves, flow- 
ers, fruits, seeds. 

2^ Geological : Rock-forms, clays, sand, soil, 
fossils, ores. 

3^ Zoological. Cocoons, insects, &c. 



(19) 

9' Apparatus. Simple pieces made by the ptipils 
to illustrate elementary physics. 
10^ Hand-work in clay-modeling, wood-carving, 
&c. 
2^ Collection of material. Written work in all sub- 
jects, maps, drawings, &c , should be handed in 
by the pupils regularly, beginning the second or 
third week of school, as a part of their required 
lesson-duties. All specimens should be kept by 
the teacher, or under his direction, each pupil's 
work being kept to itself, carefully labeled. 
All work should show clearly by whom prepared^ 
when prepared, and hoiv prepared. See the 
"New Method" above referred to. 
3® Display of material "Exposition Day." The 
accumulated material of each pupil should, as 
far as possible, be arranged to itself on desk or 
table, in such order as to show that pupil's pro- 
gress throughout the term. Maps, drawings, 
herbarium sheets, &c., may be hung on the 
walls. 

The pupils should be drilled beforehand how to 
explain to visitors the work and its arrangement. 
4* The "Last Day." The last day should be marked 
by the successful carrying out of a carefully planned, 
carefully prepared program, consisting of music, 
recitations, essays, a debate, and an address from the 
teacher or som.e other fit person. The exercises of 
the pupils should have been well led up to by their 
forensic work throughout the term, and should con- 
stitute an exposition of that work. 
62 The Teacher^ the School, and the Community; their 
interrelations. This is a broad and inexhaustible topic, 
and may be discussed, as time allows, under the following 
general sub-heads : 
P IvCgal duties of the teacher. 



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2^ Duties of the teacher to school and community, not 
required by law. 

3^ Legal duties of community to the school and the 
teacher. 

4^ Duties of the community not required by law. 

5^ Improved modes of electing trustees, and of certificat- 
ing and electing teachers. 

6^ Ideal organization of schools into township, county, and 
state systems. 

7^ Mutual relations and helpfulness of home, school, pul- 
pit, Sunday school, libraries, &c. The following refer- 
ences are indicated : 

School and Society, by Dewey. Chicago Univ. Press. 
Social Phases of Education, by Dutton. The Macmil- 
lan Co., New York City. 

Thi Social Mind and Education, by Vincent. Same 
publishers. 

Report of the Committee of Twelve. Irwin Shepard, 
Winona, Minn. 

Indexed references to the sub-heads given above, or 
similar ones, in the Reports of the Nat. Ed. Associa- 
tion. Same address. 

Indexed references to these sub-heads in the Reports 
of the Commissioner of Education, Washington, D. C. 

Methodology. 

General referejices : 
Method in Education, by Roark. Am. Book Co., Cin- 
cinnati, Ohio. 

Normal Methods of Teaching, by Brooks. Sower & Co., 
Philadelphia. 

A Manual of Pedagogics, by Putnam. Silver, Burdett 
& Co , Boston. 

Way marks for Teachers, by Arnold. Same address. 
A Primer of Pedagogy, by Putnam. H. R. Pattengill, 
Lansing, Mich. 



(21) 

The Institutes of Education, by Laurie ; p. 179. Mac- 

millan Co., New York City. 

The Philosophy of Teaching, by Tompkins. Ginn & Co. , 

Chicago. 

Quiucy Methods, by Patridge. E. ly. Kellogg & Co., 

New York City. 

Stui.ies in Pedagogy, by Morgan. Same address. 

General Method, by McMurry. Public School Pub. Co., 

Bloomington, III. 

Special Methods in the various branches. Same address. 

Psychology Applied to Education, by Compayre. D. C. 

Heath & Co., Chicago. 

Essentials of Method, by De Garmo. Same address. 

Methods of Mind Training, by Aiken. Am. Book Co. 

Manual of Object Teaching, by Calkins. Same address. 

Psychology Applied to the Art of Teaching, by Baldwin. 

D. Appleton & Co., New York City. 

Elements Df Pedagogy, by White. Am. Book Co. 

Talks on Teaching, by Parker. E. E. Kellogg & Co., 

New York City. 

12 Psychology as the Basis of Method. 

References : 
Psychology in Education, by Roark. American Book 
Co., Cincinnati, O. 

Elementary Psychology and Education, by Baldwin. 
D. Appleton & Co., New York City. 
Psychology Applied to the Art of Teaching, by Bald- 
win. Same address. 

The Study of Children, by Warner. MacMillan Co., 
New York City. 

Mental Faculty, by Warner. Same address. 
The Study of the Child, by Taylor. D. Appleton & 
Co., New York City. 

Proceedings of the Illinois Society for Child-Study. 
A. W. Mumford, Chicago. 



(2 2) 

Psychologic Fouu'lations of Education, by Harris. 
Appleton & Co., New York City. 
^ Brief outline of Educational Psychology. 
1^ Conditions of mind action. 
1'^ Physical conditions. 
25 Psychical conditions. 

1" The state of consciousness. 

2^ Attention. (Def.; Importance; how secured). 
1^ Involuntary. 
2"^ Voluntary. 
3^ Expectant. 
3^ Habit. (Def.; Value; kinds to form; how 
formed). 
2^ Powers of the mind. 
1-^ The intellect. 
1^ The senses. 
2^ Memory. 
3*^ Judgment. 
4^ Imagination. 
2^ The feelings. 
1^ Love. 
2^ Sympathy. 
3^ Ambition. 
4^ Desire of approbation. 
5^ Curiosity. 
6^ Conscience. 

( The importance of these as motives should be 
fully discus.sed). 
8^ The will. (Will should be discussed in relation to 
motives and character). 
3* Operations of the mind. 

1^ Acquisition — through senses and memory. 

2''' Assimilation — through judgment and imagination. 

3^ Expression— through language and conduct. 

(For full discussion of these, see Roark's Psychol- 
ogy in Education., p. 155 and following). 



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2^ Classification of school studies and exercises on the 
basis of Psychology. (See Roark's Psych, in Ed.^ p. 
258 ■• 
1^ As to mental powers cultivated. 

{ Nature-study and Geog. 

1-^ For sense-observation. J gJ^'J^^t work in all 

1 Physiology. [branches. 
[ Drawing, clay modelings. 

{ The fiindainental facts in all 

2-^ For memory. J ^eog- [branches. 

] Physiol. 
[Spelling. 

{Arithmetic. 
Technical Gram^ 
Nature-study —the why and 
"how" of common things. 

r Geography. 
4^ For imagination. - History. 

(Literature. 

r Nature- study fcuriosity). 
5^ For the feelings. - Reading and Literature. 
( Biography and History. 

6'^ For the will — the same as for the feelings. 
The student should rearrange these, making a list of the 
studies first, and placing after each the faculties cultivated by 
it. A list should be made, also, of the studies that cultivate 
the greatest number of faculties. 

2^ As to operations of the mind exercised. 

1'^ Acquisitional studies — answering the questions 

"what," "when," "who," "where." 
2^ Assimilational — answering the questions "why" 

and "how". 
3^ Expressional — those cultivating language, manual 
skill, and character as shown in conduct. 
The student should make out the list of studies and exer- 
cises under each of these heads. (Refer to Roark's Method in 
Edtuation, p. 96). Studies may also be classified as idilitarian , 
disciplinary, and cultural. 



(24) 

22 General Principles of Teaching. 

References : 

Roark's Method in Education, p. 22, 

Roark's Psychology in Education, p. 265. 

White's Elements of Pedagogy, p. 97. 

Baldwin's Psychology Applied to the Art of Teaching, 

Chap. 28. 

Parker's Talks on Teaching. E. E. Kellogg & Co., 

New York. 

Rein's Outlines of Pedagogy, p. 100. Same address. 

De Garmo's Herbart and the Herbartians, pp. 130, 141. 

Principles and Practice of Teaching, by Johonnot. 

Appleton & Co. , New York City. 
1^ The processes of teaching should conform to the order 

and laws of individual growth. 
2^ All the powers of the body and all the faculties of the 

mind must be developed, and trained to proper func- 
tioning. 
3^ The work and contents of the learner's mind must be 

brought to adequate expression. 
4^ All teaching must keep in contact with the learner's 

interests. 
5^ Practical application should be made of the things 

learned. 

8^ Method of the Lesson. 

Refer to — 
Roark's Method in Education, p. 40. 
The Method of the Recitation, by McMurry. 
See indexes of the references under "Methodology," 
above. 
1^ Assigning the lesson — designating a definite portion of 
subject matter to be acquired and assimilated. (Discuss 
fully the length of the lessons; "preliminary drill;" 
page and topic methods of assigning lessons, &c.). 
2^ Preparation of the lesson. 



(^5) 

1* On the part of the teacher. (What preparation 
should the teacher make, day by day, for conducting 
recitations?) 

2^ On the part of the pupil — acquiring and assimilating 
the matter assigned. (Discuss the best time of pre- 
paring lessons, and the best way of preparing them. 
One of the teacher's most important functions is to 
show his pupils how to study'). 
3^ Recitation of the lesson — expressing the facts acquired 

and the results of their assimilation. 

1^ Purposes of the recitation. 

2* Modes of conducting a recitation. 

(Under these heads should be discussed the difference 
between conducting a recitation and hearing a lesson ; 
the respective advantages of the question and an- 
swer, and topic methods ; the modes of questioning ; 
the purposes of "drills," reviews and examinations, 
and how to attain these purposes). 

42 Methods in the Several Branches. 
1^ In reading. 

1* In primary classes. 
P Aims in view. 

1^ To convert the child's ear vocabulary into an eye 

vocabulary. 
2^ To train the child to facility in recognizing 
words of familiar meaning on the printed page. 
3^ To interest the child in getting thought from 
the printed page. 
2^ Means and methods. 

1^ The means are charts, primers, the teacher's 
writing on the black-board. 

Excellent books to use with beginners are "Our 
Little Book for Little Folks," Am. Book Co.; 
"The Baldwin Primer," same company. 
2® Any method is good that puts the child to read- 



f^ 



(26) 

ing at o)ice, and wastes no time in teaching the 
alphabet. 
2* In intermediate and advanced classes. 
1^ Aims in view. 

1® To secure facility in the mechanics of reading — 
ready calling of words, correct pronunciation, 
and clear enunciation, with proper tone and 
inflection. 
2'' To lay the foundation of a lasting love of good 
literature. 
2^ Means used. Any good series of readers, with 
plenty of good s^ipplevicntary reading matter ; com- 
plete literary masterpieces suited to the advance- 
ment of the several grades. 

The following are suggested as excellent for sup- 
plementary reading: 

The American Book Company's "Famous I/itera- 
ture," and "Historical Readers;" D. C. Heath & 
Company's "Heart of Oak" books, Chicago; 
Houghton, Mifflin & Co.'s "Riverside Literature" 
for children, Boston. 

Any series of Readers, different from the ones in 
regular use, will make excellent supplementary 
matter. 
3^ Methods — There need be no "Reader" of the 
series used above the fourth, and no regular "read- 
ing class." The emphasis should be laid now 
upon the cultivation of a taste for good literature. 
Classes from the sixth grade up may meet twice a 
week to discuss the literature read meanwhile. 
"The boy or girl who loves good literature, and 
has access to it, is well within the safety zone." 
2^ In spelling. 
1* Aims in view. 

1^ To give facility in the acquisition of word forms 



(27) 

through the eye. English spelling cannot be learned 
through the ear. 
2^ To cultivate habits of correct pronunciation and 
clear enunciation. 
1^ Means and methods. 

1^ The writing of words should go along with the 

reading of them, from the first. 
2^ There need be no separate spelling classes and no 

spelling book used below the seventh grade. 
3^ Make every class a spelling-class, every book a 

spelling-book. 
4^ There should be more zvritfen than oral spelling ; 
the first should be taught that the pupil may learn 
to spell; the second, that he may learn to pro- 
nounce and enounce. 
5^ All written work should be closely criticised as to 
spelling. 

5^ There should be much use of the dictionary in 
the last two grades, with special reference to 
diacriticals. 
' In writing. 
1* Use a vertical system. 

2* Require special practice at stated periods every day. 
8* Insist upon good writing in all written exercises. 

i See "New York Teachers' Mono- 
' In Arithmetic. \ graph," Dec. '99. 

( " "Report of the Com. of Ten." 
1^ In primary classes. 
P Aims in view. 

1^ To secure facility in reading and writing figures. 
2^ To secure some power and skill in making easy 

number combinations. 
3® To make clear the fact that place gives value to 
a figure. 
2^ Means and methods. 

1^ Drill, objectively, in counting, and in the read- 



(28) 

ing and writing of figures, from the first week 

of school. 
2^ Incidentally combine number work with other 

exercises. 
3^ Fully exemplify all new operations by means of 

objects. 
4^ Make it objectively clear that ten units make one 

ten ; ten tens one hundred, &c. 
2* In intermediate and advanced classes. 
1^ Aims in view. 

1® To secure clearness and accuracy of arithmetical 

thinking. 
2^ To secure accuracy and rapidity in arithmetical 

operations — training judgment. 
3^ To give usable instruction in the arithmetic of 

common life. 
^ When practicable, to give some idea of abstract 

quantity relations — to introduce a little algebra. 
2^ Apparatus. 

1^ U. S. money of familiar denominations. 
2^ Instruments of measurement — foot-rules, yard- 
sticks ; pints, quarts, pecks, &c. ; ounce, pound, 

scales or balances. 
3^ Card-board figures, made by teacher and pupils, 

to illustrate solid measure 
4^ Blank checks, drafts, notes, &c 
3^ Methods and suggestions. 

1^ Use objects until a process is learned ; then dis- 
card them. 
2*^ Have the pupils build the various tables them- 

Gclvcs — in addition, subtraction, multiplication, 

denominate numbers, &c. 
3^ Drill upon the tables until rapid and correct u.?e 

of them becomes automatic, 
4'^ Drill, DniLi. upon the fundamental opcral:o:i3 



(29) 

till quickness and accuracy become automatic. 

5® Pay no attention to rules in the book; have the 

pupils generalize the rules from the processes of 

solution. 

6® Give for practice many problems not found in 

the text used. 
7^ Have the pupils 7nake and solve many practical 

problems. 
8^ Fearlessly omit a large mass of irrelevant and 
useless matter from the course shown in the 
average text-book. 
Note:-7-'^\\.& ideal arithmetic will have neither rules nor 
answers in it. 

9^ Train to quickness of discrimination between the 
terms grajited and the terms required in each 
problem. Cultivate clearness of analytic pro- 
cesses of solution. 
5^ In Grammar. 

1'^ In primary classes. 

1^ The aim is to secure fluency and correctness in the 

use of language. 
2^ The means and methods are found mainly in the 
informal talks between teacher and pupils on all 
themes, especially in nature-study and oral history. 
There should be incidental correction of the pupil's 
.syntactical errors in speech and writing. 
2* In intermediate and advanced classes. 

1^ Technical grammar should not be studied below 

the highest two grades. 
2^ The main object should be training in the art of 

correct use of language. 
3^ Illustrations of grammatical forms and usages 
should be constantly drawn from all printed matter 
in use, especially the readers. 
4^ All written work done by pupils should be criti- 
cised i" syntax. 



i3o) 

5^ It is not wise to dispense with formal analysis and 
parsing. 
In Geography. 
References : 
lyong's Home Geography. American Book Co. 
New York Teachers' Monograph, June, '99. 
How to Study Geography, by Parker. D. Appleton & 
Co , New York City. 

Reports of the Committees of Ten, and Fifteen. Irwin 
Shepard, Winona, Minn. 

See Catalog of March Bros., Lebanon, O., for "Geog- 
raphy Helps." 
1* In primary classes. 
P Aims in view. 

l6 To familiarize the pupils with forms of land and 

water, and with geographical terms. 
26 To correlate other forms of nature-study with 

geography. 
8^ To gather into the pupils' minds the elements 
out of which they may later build a concept of 
the earth-whole. 
2^ Means and methods. 

1^ The work should consist mainly of outdoor 
walks and talks by teacher and pupils, in which 
hills, valleys, streams; the action of water, ice, 
wind; the formation of soil, and the growth of 
plants all form the matter of instruction 
2^ The use of the sand-pile and the mould-board 

should be frequent. 
3^ In the highest grade of the Primary Division, 
the use of maps may be begun. 
2* In intermediate classes the work should be based on 
the use of one text-book and a small globe; there is 
no need of two text books in geography. In connec- 
tion with the study of the text-book there should be 



(31) 

as much geographical reading as possible . ( See ' ' Geo- 
graphical Readers." Am. Book Co.) 
Z^ In advanced classes. 
1^ The aim is fo apply the geography already learned, 

in the learning of history and more geography. 
2^ The method is to dispense with a text-book, except 
for reference, and to use history and "current 
events," (see below), as the basis of geography 
teaching. Make it a rule to localize on tlie map 
every event read of. In reporting news, have pupils 
point out on the map the place of each piece of 
news reported. 

Books and articles of travel and description should 
be used — for example, Lummis' "Some Strange 
Corners of Our Country." 
3^ Apparatus — simple globes, wall-maps, railway fold- 
ers, descriptive advertising pamphlets of resorts 
and summer and winter tours. The teacher should 
accumulate an abundant supply of pict7ires for 
geography work. 
7^ United States History. 

References : 
Methods in History, by Mace. Ginn & Co. 
How to Teach and Study History, by Hinsdale. Apple- 
ton & Co., New York City. 

Methods of Teaching and Studying History. D. C. 
Heath & Co. , Chicago. 

Method in Education, by Roark. Am. Book Co. 
1* In primary classes. 
1^ Aims in view. 

l6 To arouse an interest leading to patriotism. 
26 To aid the growth of character. 
36 To impart elementary essential facts regarding 
the growth of this country. 
2^ Means and methods. 

1^ Biographical stories. (See Eggleston's "Stories 



(32) 

of Great Americans for I,ittle Americans," and 
"Stories of American lyife and Adventure," 
American Book Co. Also, Colerick's "Adven- 
tures of Pioneer Children," Robt. Clarke Co., 
Cincinnati, O. 

2^ Stories of great events. 
2^ In intermediate and advanced classes. 
1^ Aims in view. 

1^ To intensify and broaden the results indicated 
aoove. 

2^ To cultivate civic pride and quicken civic con- 
science. 

3^ To impart valuable facts, and to cultivate the 
judgment through assimilation of these facts. 
2^ Means and methods. 

l6 Kvery event taught should be clearly localized 
by the pupils on a map. 

2^ The pupils should, as a part of the regular work 
in this subject, draw historical maps, illustrating 
the courses of discoverers and explorers, the 
growth of territory, the movements of armies, 
&c. Ordinary geographical "outline" maps, to 
be had very cheaply of any publisher, are excel- 
lent for this purpose. 

36 There should be a good deal of collateral read- 
ing, investigation of original documents, &c. 
See "Old South Leaflets," Old South Meeting 
House, Boston. 

[Source Book of American Hist., by Hart. Mac- 
Millan Co. , New York City. 
Caldwell's "American History Studies." J. H. 
Miller, Lincoln, Nebraska. 

46 The pupils should be led to inquire into the 
causes and results of historical occurrences. 
Note: — The last intermediate grade and the advanced divi- 
sion should be combined in "current events" work for the bene- 



I 



(33) 

iff, not only of their own classes, but of the whole school. 
(Roark's ' 'Method in Education," p. 209). The following pub- 
lications are heartily recommended for use in these exercises: 
For the teacher and advanced pupils — 

The American Monthly Review of Reviews, N. Y. City. 
Self-Culture, Akron, Ohio. 
Current History, Current Hist. Co., Boston. 
The Pathfinder, Washington, D. C. 
The Great Round World, New York City. 
Educational Independent, Edinboro, Pa. 
For the pupils — 

The Week's Current, E. O. Vaile, Chicago, 111. 
Our Times, E. L. Kellogg, New York City. 
Timely Topics, H. R. Pattengill, Lansing, Mich. 

For work in history, as well as in geography, the 
teacher should accumulate a good supply of pictures. See 
Roark's Method in Education, pp. 186, 193 and the cata- 
log of March Bros., Lebanon, Ohio. 
8^ In Physiology. 

1* In primary and intermediate classes. 
1^ Aims in view. 

Is To, put the pupils in the right way of living 
(eating, drinking, sleeping, bathing, exercising) 
hygienically . 
2^ To give them elementary facts of anatomy and 
physiology. 
2^ Means and methods. 

l6 Helpful, informal talks by the teacher, with 
illustrations drawn from the daily habits of the 
pupil. 
2^ Lessons illustrated from the structure and move- 
ments of the pupils' own bodies, and from such 
materials (bones, muscles, tendons, &c.) as the 
butcher's shop or the dinner basket affords. 
2* In advanced classes. 

V Some simple text-book should be mastered. 



*r©. 



t 



(34) 

2^ Especial emphasis should be laid on the forma- 
tion of sound physical habits. 
3'' Much attention should be given to "emergency 
drills" — i. e., on what to do (and practice in 
doing it) in case of accidents, such as cuts, 
biirns, sprained or broken limbs, strangling, chok- 
ing, &c. 
9^ In Civics. 

1* In primary and intermediate classes. 
1^ Aims in view. 

1^ To instill the idea of law and its necessity. 

2^ To give some notion of the duties and privileges 

of one who lives among his fellows. 
8^ To teach the necessity and rightfulness of obedi- 
ence to authority. 
2® Means and methods. (See Roark's Meth. in Kd., 
P- 215). 

I*' Informal but clear and simple talks by the 
teacher upon the most obvious and familiar evi- 
dences of the social organization — the teacher, 
the trustees (how elected, &c.); policemen, the 
sheriff, taxes, the court-house, &c. 
2^ Making clear the duties of the pupils as citizens 
of the home, the school, the community, the 
state. Here will be discussed not only what the 
adult citizen owes his community, but what 
childre7i can do and should do to make the home, 
the school, and the community better places in 
which to live and grow. "Civic leagues" may 
be form.ed to help keep streets and roads clean, 
to set trees along the way-side, &c., &c. 
2* In advanced classes. 
1^ Aims in view. 

1^ To strengthen what was gained from the lower- 
grade work. 
2*^ To give the pupils some knowledge of the 



(35) 

branches of the federal and state governments^ 
and of the functions of each branch. 
36 To give them some knowledge of the actual 

machinery of practical citizenship. 
4^ To inculcate real patriotism . 
2^ Means and methods. 

l6 Some clear, simple text -book should be mastered. 
2<5 The forms of bills, writs, ballots, &c., should be 

used in illustrating the proper topics. 
§6 When possible, pupils should visit and observe 

the work of legislative bodies and courts. 
46 Much illustrative material may be drawn from 

political campaigns and elections. 
56 Model conventions, campaigns, and elections may 
be held by the pupils, under the teacher's in- 
struction. 
66 The study in advanced classes should be con- 
stantly illu.strated from current happenings. 
The references given above for "current his- 
tory" will serve well for this also. 
10^ In language work. 
References : 
Roark's Psychology in Education, p. 230. Am. Book Co. 
Roark's Method in Education, p. 282. Same company. 
Teaching the Language Arts, by Hinsdale. D. Appleton 
& Co., New York City. 
1* Oral. 

1^ In primary and intermediate classes. 
Ifi Aims in view. 

1^ To cultivate thought and feeling as precedent 

to expression. 
2^ To secure fluencv, ease, and correctness of 

oral expression. 
3^ To intensify impression through expression. 
4^ To begin a training in the ready use of a 
most valuable tool. 



(36) 

26 Means and methods. 

1^ Conversations between teacher and pupils upon 
any subjects in which the pupils may be got 
to feel an interest. 
2^ The reading lessons, and the work in nature- 
study, geog-aphy, hi.story and current events 
are especially usable in these conversations. 
3^ The stories told or read by the teacher should 
be reproduced by the pupils. This reproduc- 
tion should be in the pupils' own language. 
4^ Selections from choice literature ("Memory 
Gems") should be committed to memory and 
recited by the pupils. (Address March Bros., 
Lebanon, Ohio, and H. R Pattengill, Lansing, 
Mich., for matter suitable to 3^ and 4'). 
2* In advanced classes — Forensics. (Roark's Method 
in Education, p. 318). 

1^ The aims are the same as in the lower grades. 
2^ Means and methods. 

1^ Readir.g and declamation of choice literature, 

continued. 
2^ Debating. 

V' Discussions, once or twice a month, of live 
topics in history and civics, as a part of the 
regular class work. 
2^ Formal debates, in the "Forensic Club" 
(see note below) once in two weeks or 
oftener. 
Note: — The teacher should organize, out of the advanced 
pupils of his school and the active young people in the commu- 
nity, a "Forensic Club," which shall meet regularly and do 
earnest work. Such an organization can be made a point of 
most vital contact between school and community and a means 
of great good to both. 



(37) 

Refer to "Briefs for Debate." I^ongmans, Green & 
Co., New York City. 

"Pros and Cons," by Craig. Hinds & Noble, New 
York City. 
1'' Written. 

1^ Aims in view- the same as those indicated above, 
except that the exercises are in ziritten expression. 
2^ Means and methods. (See "Training in the L,an- 
guage Arts," by Hin.sdale. 

l6 In the lower grades, the exercises should con- 
sist largely of written reproductions of matter 
told or read to the pupils, or read by them. 
There may be some original narration or des- 
cription. 
2^ In the upper grades, the work may be based on 
the information gained in history, geography 
and literature. 
3<5 Punctuation, spelling, and paragraphing should 
be so drilled upon as to be largely aiitoviatic by 
the time the pupil enters the sixth grade. 
Note. — Expression^oral and written — is an art, and facility 
in an art can be acquired only by doing. 
11^ In nature- study. 
References: 

Nature-Study in the Elementary Schools, by Wilson. 
MacMillan Co., New York City. 

Special Method in Science, by McMurry. Pub. School 
Publishing Co., Bloomington, 111. 
See catalog of Am. Book Co., for "Nature Study." 
Primer of Scientific Knowledge, and First Steps in Sci- 
entific Knowledge, by Paul Bert. lyippincott Co., 
Philadelphia. 

Object lycssons. Longmans, Green & Co., N. Y. City. 
Nature-Study and Related Subjects. W. S. Jackman, 
Chicago, 111. 



Nature-Study Leaflets, by Hodge. Clark University, 
Worcester, Mass. 
1^ Aims in view. 

1^ To cultivate the power of sense observation. 

2^ To encourage the acquisition of useful facts. 

3^ To train the judgment through investigation of 

the "why" and "how." 
4^ To show that comvion things are not co7n7non-place , 

but are most interesting. 
5^ To cultivate the aesthetic and the ethical natures. 
2* Suggestions. 

1^ The chief difficulty is that the teacher is ignorant 

of, and indifferent to, nature. 
2^ The simplest phenomena, the commonest things, 

should be used as the basis of the work. 
3^ Ask "what is it" and "what is its use," in the 
lower grades ; "why" and "how" in upper grades. 
4^ Encourage the collection and preservation of 
specimens, and the making of simple apparatus 
for illustrating elementary physics. 
5^ The work, to be worth anything, should be done 
mainly out-doors, by the pupils themselves, and 
withotct a text-book. 
General Bibliography (selected) : 

Essay on Education, by Spencer. D. Appleton & 

Co., New York City. 

Practical Hints for Teachers, by Howland. Same 

address. 

Principles of Education Practically Applied, by 

Greenwood. Same address. 

Eocke on Education. (Any supply house). 

Elements of Pedagogy, by White. Am. Book Co., 

Cincinnati, O. 

Spirit of the New Education, by Hopkins. Eee & 

Shepard, Boston. 



(39) 

Talks on Pedagogics, by Parker. E. L,. Kellogg & 
Co., New York City. 

Principles of Education, by MacVicar. Ginn & 
Co., Chicago. 

The International Education Series. D. Appleton 
& Co., New York City. 

Page on Teaching. Am. Book Co., Cincinnati, O. 
The Preston Papers. Hinds & Noble, N. Y. City. 
Character Building, by Coler. Same address. 
The Educational Review, New York City. 
Home and School Education, Blocmington, 111. 
The Inland Educator, Terre Haute, Ind. 
The Journal of Pedagogy, Syracuse, N. Y. 
Educational papers, published by E. L. Kellogg & 
Co., New York City. 

New England Journal o. Education, Boston. 
The Pedagogical Seminary, Worcester, Mass. 
The Elementary School Record, Univ. of Chicago. 
School Sanitation and Decoration, D. C. Heath & 
Co., Chicago. 

Bibliography of Education, by Monroe. D. Apple- 
ton & Co., New York City. 



